出版社：Australian Institutes for Educational Research
摘要：Advances in nanotechnology have drawn attention to nanotechnology education. Theaim of this study is to determine awareness, exposure, and knowledge levels of science(physics, chemistry and biology) teachers about nanoscience and nanotechnology.Teachers (N=624) from secondary schools in Turkey comprised the working group.Descriptive methods were used in data analyses. Awareness and exposure subscales wereadopted from the Nanotechnology Awareness Instrument developed by Dyehouse et al. (2008),and the knowledge subscale, developed by the authors, was added to the Turkish version.Differences among or between the teachers’ awareness, exposure, and knowledge levelsregarding nanoscience and nanotechnology were determined. No significant differenceswere found in levels of awareness, exposure, and knowledge of teachers in terms ofsubject specialisation and educational levels; however, some significant differences werefound in gender, tenure, grade and type of school, in-service training participation,following scientific publications, documentary watching frequency and schoollocalisation variables. In general, nanoscience and nanotechnology awareness, exposure,and knowledge levels of the teachers were at a “neutral” level. This study shows needsfor further training of science teachers in nanoscience and nanotechnology, to increasetheir level of awareness and knowledge and to ensure their preparedness for teaching thistopic.
